A Framework for Curriculum Development for Secondary Learning Disabled Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 3.

Autor/in	Seidenberg, Pearl L.
Institution	Long Island Univ., Brooklyn, NY.
Titel	A Framework for Curriculum Development for Secondary Learning Disabled Students. Long Island University Transition Project Learning How to Learn: A High School/College Linkage Model to Expand Higher Educational Opportunities for Learning Disabled Students. Position Paper Series: Document No. 3.
Quelle	(1985), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; College Bound Students; College Preparation; Curriculum Development; High Schools; Higher Education; Learning Disabilities; Metacognition; Secondary School Curriculum; Study Skills; Young Adults + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; High school; Oberschule; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Studientechnik; Young adult; Junger Erwachsener
Abstract	Research on the learning disabilities of adolescents and young adults and the findings on metacognitive development and its impact on academic learning provide a framework for the design and development of a secondary school curriculum foundation program for college bound learning disabled students. The major practical implications of the research on learning disabled secondary and postsecondary students are that many of these students frequently exhibit skill deficits in reading, related study strategies such as comprehension monitoring, notetaking, summarizing, outlining, and scanning, and that these students can be supported in a regular academic curriculum by teaching specific learning strategies that will help them meet the academic demands of secondary and postsecondary classrooms. The major practical implication of the research on metacognitive development is that students must be taught the factors involved in learning from text and how those factors interact to influence learner outcomes. General comprehension and specific study strategies as well as instruction related to learner characteristics should be components in instruction designed for learning disabled students. A 42-item reference list is appended. (Author/CB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01